Students' interest in biology and their out-of-school experiences

Uitto, Anna; Juuti, Kalle; Lavonen, Jari; Meisalo, Veijo

doi:10.1080/00219266.2006.9656029

Cited by 144 publications

(114 citation statements)

References 10 publications

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“…In another article, after conducting a longitudinal case study with teachers who frequently exploited the possibilities of school grounds, Fägerstam (2014, p. 78) concluded that "school-based outdoor learning increased student motivation and enjoyment." Many other research efforts have, in the same line of thought, reached the conclusion that outdoor environments can also favour contextualization in science lessons at K-12 levels, without compromising student achievement (Braund & Reiss, 2006;Fägerstam, 2014;Glackin, 2013;Uitto, Juuti, Lavonen, & Meisalo, 2006).…”

Section: Science Education and Learning Outdoorsmentioning

confidence: 99%

Teaching and Learning Science Outdoors in Schools’ Immediate Surroundings at K-12 Levels: A Meta-Synthesis

Ayotte-Beaudet

Potvin

Lapierre

et al. 2017

EURASIA J MATH SCI T

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This literature review synthesizes empirical data of 18 articles published between 2000 and 2015 about teaching and learning science outdoors from kindergarten to secondary levels (K-12). We asked four questions: (1) What are the general characteristics of the corpus of studies on teaching and learning science outdoors in schools' immediate surroundings at K-12 levels? (2) What are the authors' aims for conducting studies about teaching and learning science outdoors? (3) What are the main outcomes related to teaching and learning science outdoors in schools' immediate surroundings? (4) What further studies should, according to the selected articles, be conducted in the future? We identified three categories of authors' aims: environmental education, science education, and outdoor education. The main outcomes are classified into four categories: 1) learning, 2) student attitude or interest, 3) other students' perceptions, and 4) challenges to outdoor science teaching. Finally, in light of the review, we discuss how further studies should consider learning outcomes, students' attitudes, challenges, and methodological guidelines.

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Section: Science Education and Learning Outdoorsmentioning

confidence: 99%

Teaching and Learning Science Outdoors in Schools’ Immediate Surroundings at K-12 Levels: A Meta-Synthesis

Ayotte-Beaudet

Potvin

Lapierre

et al. 2017

EURASIA J MATH SCI T

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“…In elementary schools, boys preferred the physical sciences, while girls the biological sciences (Adamson, Foster, Roark, & Reed, 1998). Researchers have reported that, in general, girls expressed a greater interest in biology (Dawson, 2000;Prokop, Tuncer, & Chudá, 2007;Uitto, Juuti, Lavonen, & Meisalo, 2006). However, some studies found no gender differences in the interest in and the attitudes toward biology.…”

Section: Role Of Interestmentioning

confidence: 99%

Interest in Birds and its Relationship with Attitudes and Myths: A Cross-cultural Study in Countries with Different Levels of Economic Development

Hummel

Özel

Medina-Jerez³

et al. 2015

EDUC SCI-THEOR PRACT

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Birds are one of the most important species that can help protect biodiversity. Although birds are important beings for biodiversity and human existence, there is a relatively less quantity of research that has investigated the interest in and attitudes toward birds. This study aims to investigate the knowledge level of and attitudes toward birds among students in countries at different levels of economic development. To collect the data, a Bird Knowledge Questionnaire and a Bird Attitude Questionnaire were developed and used by the researchers in this study. These questionnaires were administered to a total of 852 students from different countries, including Colombia, Germany, Slovakia, and Turkey. The results obtained in this study showed that Colombian students had the highest interest in birds as compared to students in Slovakia, Turkey, and Germany. Girls had consistently higher interest in birds than boys in all countries, but there were no gender differences in the cognitive domain. Our research suggests that factual knowledge about birds is not a necessary prerequisite for interest in birds, but animal-related activities show strong associations with an interest in birds.

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“…While some of the preference could be interpreted as students" desire to be economical with mental effort and opportunities for off-task affiliation, it does again point to the importance of evident relevance and interpersonal relationships. Environments, contexts and topics favoured by boys, however, may not be the same as those favoured by girls and preferences may change with age (Burnett, 2002;Uitto et al 2006). …”

Section: Teaching Behaviours Which Foster Engagement In the Classroommentioning

confidence: 99%

Engaging Science: Pre-Service Primary School Teachers’ Notions of Engaging Science Lessons

Newton

2010

Int J of Sci and Math Educ

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Students' interest in biology and their out-of-school experiences

Cited by 144 publications

References 10 publications

Teaching and Learning Science Outdoors in Schools’ Immediate Surroundings at K-12 Levels: A Meta-Synthesis

Teaching and Learning Science Outdoors in Schools’ Immediate Surroundings at K-12 Levels: A Meta-Synthesis

Interest in Birds and its Relationship with Attitudes and Myths: A Cross-cultural Study in Countries with Different Levels of Economic Development

Engaging Science: Pre-Service Primary School Teachers’ Notions of Engaging Science Lessons

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